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COURSE NUMBER: EDUC 251
COURSE TITLE: Introduction to the Study of Teaching
NAME OF INSTRUCTOR: Dr John Hull
CREDIT WEIGHT AND WEEKLY TIME DISTRIBUTION: credits 3 (hrs lect 3 - hrs sem 0 - hrs lab 3)
COURSE DESCRIPTION: This course introduces the life of the professional teacher and lays the foundation to future courses in the teacher education program. The course consists of two components: 1) on-campus classes exploring basic educational concepts; and 2) in-school observation of these concepts at work. Students spend five half days in an elementary school and five half days in a secondary school.

Please see the current EDUCATION 251 MANUAL for special information pertaining to the evaluation of this course. This course is recommended for second year and beyond.

EDUCATION 251 is designed to introduce university students to the professional life of the teacher by examining the school as a social institution, especially as it relates to the multiple roles that a teacher is required to fulfill in the school. The most visible roles of the teacher are those that involve interactions with students and it is these roles that will receive a greater emphasis in the course; however, the roles and responsibilities associated with teaching extend beyond matters which involve instruction per se. Since the school is a many-sided, complex institution, and teaching is likewise a complex occupation, consideration will therefore be given to the multiple understandings of education, including philosophical, psychological, sociological, and structural interpretations. In addition, the course stresses the need for prospective teachers to become reflective about their task and to realize that schooling is fundamentally a normative enterprise in that schools explicitly and implicitly seek to lead students to adopt particular views, habits, and understandings that are inherently value-laden. At King’s the implications of the Christian faith for teaching serve as a backdrop to this normative reflection. 
 
EDUCATION 251 entails two different but complementary sorts of experiences. In the on-campus component, issues related to teaching, learning, and schooling will be examined. The in-school portion (the placement) is designed to allow students to observe and analyze instances of the phenomena discussed in on-campus classes, to participate in the life of classrooms, and to work in a limited way with students at different levels. Students are reminded that the primary focus of this course is to provide exposure to the expectations and scope of the teaching profession. Experience and knowledge arising from such exposure will serve as a foundation for reflecting in an informed manner on the teaching profession. The actual development of professional skills, attitudes, and knowledge will be addressed in courses within the B.Ed. program.
REQUIRED TEXTS:There is no textbook for this course!    
Any readings assigned by the instructor or presenter groups will be available on Moodle
MARK DISTRIBUTION IN PERCENT:
Practicum Portfolios (2)50%
Project Based Learning35%
Final Demonstration of Learning20%
100%
COURSE OBJECTIVES: By the end of the course students will…
  • Have gained insight into the various roles, demands, and complexities associated with teaching as it occurs in the social, organizational, and workplace setting of the school;
  • Have strengthened their experiential and conceptual base so that they can better make connections between educational theory, beliefs about education (philosophical orientations), and teaching practices;
  • Have developed a foundational understanding of Christian approaches to education, students, and the teaching profession; 
  • Have systematically observed teachers and students carrying out their roles in the classroom;
  • Be adequately equipped to seriously consider the teaching profession as a personal career choice.
COURSE OUTLINE:
  • Class 1: September 5 – Introduction to the Course and Each Other
  • Class 2: September 7 – Introduction to Teaching / Project set up
  • Class 3: September 12– Looking Deeper into Teaching / Project meetings
  • Class 4: September 14– Instructor Presentation / Project meetings
  • Class 5: September 19– Instructor Presentation / Project meetings
  • Class 6: September 26– Instructor Presentation / Project meetings
  • Class 7: September 28 – Home Group 1: First Project
  • Class 8: October 3 – Home Group 1: Second Project
  • Class 9: October 5 – Instructor debrief / Assessment of Student Learning 
  • Class 10: October 10 –  Home Group 2: First Project
  • Class 11: October 12– Home Group 2: Second Project
  • Class 12: October 17– Instructor debrief / Assessment of Student Learning
  • Class 13: October 19 – Home Group 3: First Project
  • Class 14: October 24 – Home Group 3 Second Project
  • Class 15: October 26 – Instructor debrief / Assessment of Student Learning
  • Class 16: October 31  – Home Group 4: First Project 
  • Class 17: November 2 – Home Group 4: Second Project 
  • Class 18: November 7 – Instructor debrief / Assessment of Student Learning
  • November 9: No Class – Fall Break  
  • Class 19: November 14– Group 5: Second Project
  • Class 20: November 16 – Instructor debrief / Assessment of Student Learning  
  • Class 21: November 21 – Group 6: First Project 
  • Class 22: November 23 – Group 6: Second Project 
  • Class 23: November 28  – Instructor debrief / Assessment of Student Learning 
  • Class 24: November 30 – Group 7: First Project
  • Class 25: December 5 – Group 7: Second Project
  • Class 26: December 7 – Instructor debrief / Assessment of Student Learning 


Required texts, assignments, and grade distributions may vary from one offering of this course to the next. Please consult the course instructor for up to date details.

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